Metacognitive Processes: Reading and Writing Narrative Discourse

Gordon, Christine J.; Braun, Carl

doi:10.1016/b978-0-12-262302-8.50006-7

Cited by 21 publications

(7 citation statements)

References 20 publications

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“…Bereiter and Scardamalia (1984) propose that practice alone is insufficient to raise the writing skills of young students, but instead, direct instruction in cognitive processes and the provision of instructional scaffolds may be necessary to enhance writing skills. Gordon and Braun's (1985) study illustrates that structure instruction with story narratives might be one form of instructional scaffolding that can substantially improve text generation skills in nonexpository materials. Similar applications to the teaching of text structures in exposition have been examined, and findings have shown positive effects on discourse production (Raphael et al, 1986;Taylor & Beach, 1984).…”

Section: Discussionmentioning

confidence: 91%

Young writers' use of text structure in expository text generation.

Englert¹,

Stewart²,

Hiebert³

1988

Journal of Educational Psychology

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Although few studies have examined children's use of text structure in writing, knowledge of text structure is presumed to be an important strategy underlying effective expository text generation. The purpose of this study was to examine the ability of writers at two ages and three ability levels in generating textually consistent superordinate main ideas and subordinate details for three types of text structures. Analyses revealed significant main effects for grade, ability, and text type. More proficient writers seemed to possess a more generalized knowledge of text structure that they applied at both the superordinate and subordinate levels, whereas less proficient writers seemed to perform best in writing subordinate details. The findings supported the conclusion that knowledge of text structure was developmentally acquired, and that text structures varied in their saliency to young writers, although the majority of writers at both grade levels remained largely insensitive to text structure in composition.

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Section: Discussionmentioning

confidence: 91%

Young writers' use of text structure in expository text generation.

Englert¹,

Stewart²,

Hiebert³

1988

Journal of Educational Psychology

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“…As mentioned in the introduction, one such organizing principle is provided by a knowledge of common story structures. Gordon and Braun (1985) showed that training in application of story schemas can improve story comprehension. As Rumelhart (1975) noted, reading for understanding requires the coordination of this type of top-down conceptual knowledge with the bottom-up use of technical language features.…”

Section: Methodsmentioning

confidence: 99%

Effect of organizational cues and strategies on good and poor comprehenders' story understanding.

Yuill¹,

Joscelyne²

1988

Journal of Educational Psychology

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In two experiments, we investigated the influence of organizational cues on story comprehension by 7 to 8-year-old children, matched in age and decoding skills but differing in comprehension ability. In Experiment 1, children read abstract stories with titles and pictures that did or did not integrate story information. Providing integrative cues improved comprehension by poor, but not good comprehenders, but had no effect on verbatim recall. Both skill groups recalled more main ideas than subsidiary ones. In Experiment 2, two new groups read the stories without pictures or titles. Poor comprehenders trained to look for "clue words" to infer main story consequences, implicit in the stories, showed better comprehension than such children given no training. Good comprehenders performed at a uniformly high level regardless of training. The results are discussed in terms of cognitive control required to select and coordinate information in text. 152This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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“…The project described below emphasized the presence of such qualities in gifted children: the participants' attention was intensively directed towards them. This is due to the fact that such interrelated qualities of thinking became automatic for gifted children while they were learning to readll, and although they are taken for granted, it seems important to pay attention to their subtleties in order to stimulate questions regarding the act of reading (Gordon and Braun, 1985;Porter, 1999). addition, this refers to formulating assumptions while reading, identifying repetition, coping with generic conventions, etc.…”

Section: The Child As An Object Of Expectationsmentioning

confidence: 99%

“…The main goals of the project relate to the uniqueness of each and every learner: 1. to respect the individual's field of interest, in order to preserve differentiation among learners (Ackerman et alii, 1999); 2. to provide a variety of tools when relating to text in order to encourage abstraction and generalization (Gordon and Braun, 1985;Bruner, 1984Bruner, , 1986Renzulli, 1986); 3. to make it possible for children to develop personally relevant ideas starting from a concrete written text (Milgram el alii, 1993).…”

Section: The Project's Featuresmentioning

confidence: 99%

Student-Text Interface in Gifted Children: Case Description

Jannai

2005

Gifted Education International

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The program I will present tries to enrich learning encounters of gifted children with literary texts. These encounters are assumed to combine emotional factors with cognitive ones connected to the production of knowledge and its organization. The proposal emphasizes the interaction between these factors through sharpening children's awareness of their involvement in the reading process. The current research proceeds from a general hypothesis that states that intensive and personalized care is needed in order to promote an appropriate balance of cognitive and affective/emotional traits in the gifted child's personality, and to reduce stress, uneven development, and lack of personal contentment, all of which are problems common to the talented. The approach presents the meeting between reader and text as a personal encounter that allows the young reader to fashion his own instruments of textual analysis, basing himself on affective experience and intellectual abilities related to the production and organization of knowledge. The process of reading itself, aside from adult support and aid, develops the reader's awareness of the motivational, attitudinal, intellectual and other factors involved in skilled reading, permitting him to transform personal and subjective foci of interest into more abstract and defined tools of text-analysis. The approach is organized around three foci, which emphasize different aspects of the text-reader interface: Reading materials are developed through expanding “core ideas” which reflect a personal focus of interest The role of the reader is stressed through the improvement of his awareness to his use of meta-cognition, insight and vital self-instruction. Adult involvement is particularly significant in planning the steps that will permit transforming a casual experience into a personal and meaningful life-experience. The most salient characteristic of this program is its holistic nature, and its commitment to the creative aspects involved in reading. In the long term, in addition to the design of tools for text analysis, the program encourages the development of different kind of awareness: 1) of cognitive styles, that influence learning styles and its results; 2) of the meta-components of thinking, and 3) of “occurrences” and random feelings that give color and nuances to cognitive components and serve as a motivational background when “meeting” the text.

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Metacognitive Processes: Reading and Writing Narrative Discourse

Cited by 21 publications

References 20 publications

Young writers' use of text structure in expository text generation.

Young writers' use of text structure in expository text generation.

Effect of organizational cues and strategies on good and poor comprehenders' story understanding.

Student-Text Interface in Gifted Children: Case Description

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